Usage-Based Storyboarding for Web Information Systems

On a high level of abstraction a Web Information System (WIS) can be described by a storyboard, which in an abstract way specifies who will be using the system, in which way and for which goals. While syntax and semantics of storyboarding has been well explored, its pragmatics has not. This paper contributes the first step towards closing this gap by analysing the usage of WISs. Starting from a classification of intentions we first present life cases, which capture observations of user behaviour in reality. We discuss the facets of life cases and present a semi-formal way for their documentation. Life cases can be used in a pragmatic way to specify a story space, which is an important component of a storyboard. In a second step we complement life cases by user models that are specified by various facets of actor profiles that are needed for them. We analyse actor profiles and present a semi-formal way for their documentation. We outline how these profiles can be used to specify actors, which are an important component of a storyboard. Finally, we analyse contexts and the way they impact on life cases, user models and the storyboard

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

An ontology co-design method for the co-creation of a continuous care ontology

Ontology engineering methodologies tend to emphasize the role of the knowledge engineer or require a very active role of domain experts. In this paper, a participatory ontology engineering method is described that holds the middle ground between these two 'extremes'. After thorough ethnographic research, an interdisciplinary group of domain experts closely interacted with ontology engineers and social scientists in a series of workshops. Once a preliminary ontology was developed, a dynamic care request system was built using the ontology. Additional workshops were organized involving a broader group of domain experts to ensure the applicability of the ontology across continuous care settings. The proposed method successfully actively engaged domain experts in constructing the ontology, without overburdening them. Its applicability is illustrated by presenting the co-created continuous care ontology. The lessons learned during the design and execution of the approach are also presented

The impact of student created Slowmation on the teaching and learning of primary science

Current research indicates that although innovations in science teaching are having a positive impact on science education in many Australian schools, national and international assessments show that student achievement is not improving (Hackling & Prain, 2008; Thomson, Wernet, Underwood, & Nicholas, 2008). Furthermore, there is little or no increase in the number of students choosing science as a post-compulsory study option or as a career path. There remains a need to further develop innovative teaching methods that promote the development of students‟ scientific literacy, engenders a joy of science learning through student engagement and encourages a desire to pursue further study of science. It is argued in this thesis that the quality of student discourse in the classroom influences student achievement in science. In addition students need to use a variety of representational modes that develop and share their science understandings. It is proposed that Slowmation, a simplified form of stop motion animation, has the potential to engage students in learning by supporting discourse and multimodal representations of science phenomena. In response, this study explored and evaluated the implementation of student created Slowmations in a Primary Connections science unit. The study aimed to investigate the ways in which the process of creating a Slowmation engaged students in quality discourse and how the process afforded opportunities for students to use a range of representational modes to develop science understandings and literacies. The research was undertaken as a case study in a multi-aged class in a rural school setting. Transcripts from videos of student interaction, student interviews and analysis of finished Slowmations generated information regarding the extent to which student created Slowmation impacted on science learning. This study found that small group creation of a Slowmation engaged the students in substantive discourse and generated opportunities for their use of multimodal representations. Furthermore, this rich pedagogy engaged all the students in learning science. The research extends and connects existing separate bodies of research and theory on representation, student discourse, learning technologies and learning in science

WRITING THE SCRIPT OF NATIVE ADVERTISING VIDEO FOR TAJUNGAND BLONGSONG CLOTHS

This study aims to investigate(1)how the video scriptsofnative advertising for promoting Tajung and Blongsongas Palembang traditional textile is made. (2) to what extend the video script made in the video of Tajung and Blongsong cloths fulfill the criteria of SPEAKING Model, (3) to what extend the video script made for the video of Tajung and Blongsong cloths fulfill the communicative functionsof the movestructure. Dell Hymes’ SPEAKINGModel and Bathia’s Move Analysis wereused for testing product advertising effectivenessThe results showed that the video script should be developed through several testing to validate the data. Furthermore, the analysis of the components of communication, and linguistic function revealed the video fulfilled the criteria for native advertising.

Articulations of Irish Language Poetry as Multimodal Texts

Abstract In October of last year, visual communication students at Technological University Dublin took part in an exhibition of Irish language literature texts that were imaginatively extended, exploring an array of new literacies. Taking the Irish language texts as a starting point for this project, students creatively explored print, visual, digital and material modes to extend the meaning of the poetry. This paper explores, from a social semiotic perspective the creative potential this multimodal work offers design pedagogy in how we frame and articulate meaning across both print and digital media design education. With an emphasis on an ensemble of signs as a whole, towards meaning making, there are learning potentials in examining these representational forms and technologies. This is increasingly significant as our students will need to be conscious of how meaning changes as information migrates across more varied communication modes. It is important that design education explores the potential for new ways of describing design thinking through critically questioning our visual communication practices

Changing Participation in Guided Interactive Shared Reading: A Study of Early Childhood Teachers\u27 Implementation and Children\u27s Engagement

In the context of a pilot project to implement program-wide change by integrating academic and behavioral supports through an early childhood multi-tiered system of support, one program was challenged to strengthen two process components of its model: 1) the implementation of an evidence-informed approach to shared reading as recommended in their newly adopted curriculum and 2) the provision of effective professional development (PD) in support of practice implementation. The embedded case study describes the impact of a PD model on two teachers\u27 attempts to integrate dialogic reading (Lonigan & Whitehurst, 1998) and related strategies in a whole class setting through a guided interactive shared reading (GISR) routine in each of their classrooms. The PD components included a combination of training, video observation, self-reflection and distance coaching. These components align with recommendations in the literature to: avoid a training only model; maintain a balance between knowledge and practice (Zaslow, Tout, Halle & Starr (2011); and use a relationship based approach to early childhood professional development (Howes, Hamre & Pianta, 2012). The question investigated in this study was: How did the PD effort shape teachers\u27 participation in GISR; and subsequently, how did the effort shape children\u27s participation? I utilize Rogoff\u27s (2003) transformation of participation perspective grounded in sociocultural theory to analyze the changing participation of teachers and children in the GISR sessions, and the changing dynamic of their interactions across the intervention period. Findings suggest the PD model influenced teacher\u27s implementation of GISR with regard to their prompt use and group engagement strategies. Subsequently, the amount and sophistication of children\u27s story related talk changed and the children demonstrated higher levels of engagement

Procedurally generated AI compound media for expanding audial creations, broadening immersion and perception experience

Recently, the world has been gaining vastly increasing access to more and more advanced artificial intelligence tools. This phenomenon does not bypass the world of sound and visual art, and both of these worlds can benefit in ways yet unexplored, drawing them closer to one another. Recent breakthroughs open possibilities to utilize AI driven tools for creating generative art and using it as a compound of other multimedia. The aim of this paper is to present an original concept of using AI to create a visual compound material to existing audio source. This is a way of broadening accessibility thus appealing to different human senses using source media, expanding its initial form. This research utilizes a novel method of enhancing fundamental material consisting of text audio or text source (script) and sound layer (audio play) by adding an extra layer of multimedia experience – a visual one, generated procedurally. A set of images generated by AI tools, creating a story-telling animation as a new way to immerse into the experience of sound perception and focus on the initial audial material. The main idea of the paper consists of creating a pipeline, form of a blueprint for the process of procedural image generation based on the source context (audial or textual) transformed into text prompts and providing toolsto automate it by programming a set of code instructions. This process allows creation of coherent and cohesive (to a certain extent) visual cues accompanying audial experience levering it to multimodal piece of art. Using nowadays technologies, creators can enhance audial forms procedurally, providing them with visual context. The paper refers to current possibilities, use cases, limitations and biases giving presented tools and solutions

Teachers’ Understanding and Usage of Scientific Data Visualizations for Teaching Topics in Earth and Space Science

Scientific data visualizations are the products, and increasingly a core practice, of modern computational science across all domains. With recent science education standards emphasizing student engagement in practices, these scientific visualizations will only increase in their availability and use for K-12 science instruction. But teacher practice is key to the successful learning outcomes for these, and any, educational technology. This study follows eleven science teachers from initial exposure in a PD program through classroom use of scientific data visualizations that address topics in Earth and Space science. The framework of technological pedagogical content knowledge (TPCK) is used to examine key dimensions of teacher knowledge that are activated as they seek to understand the data visualizations and the conceptual models that they represent, select and integrate them into their curriculum, and ultimately use them for instruction. Baseline measures of select dimensions of TPCK are measured for all teachers. Two representative case studies allow for a deep analysis of TPCK in action throughout their professional and instructional experience, and finally the impact on teachers’ knowledge from the experience is examined, with implications for educative curricular material and PD program design

Use of visual representations and drawings in writing for arabic high school english language learners

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